Self-set goals improve academic performance through nonlinear effects on daily study performance

被引：18

作者：

Alessandri, Guido ^{[1
]}

Borgogni, Laura ^{[1
]}

Latham, Gary P. ^{[2
]}

Cepale, Gianluca ^{[1
]}

Theodorou, Annalisa ^{[1
]}

De Longis, Evelina ^{[1
]}

机构：

[1] Sapienza Univ Rome, Rome, Italy

[2] Univ Toronto, Rotman Sch Management, Toronto, ON, Canada

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2020年 / 77卷

关键词：

Self-set goals; Academic achievement; Daily study; Non-linear mediation; Multilevel modeling; ACHIEVEMENT; MODEL; MOTIVATION; STUDENTS; PB; SATISFACTION; METAANALYSIS; ENGAGEMENT; QUESTIONS; NEED;

D O I：

10.1016/j.lindif.2019.101784

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

A Bayesian longitudinal moderated mediational model was used to test the effect of students' daily/proximal self-set goals on a final course grade through daily study performance. Thirty-six daily diaries were completed twice a day by 147 sophomore students. Study goals were self-set in the morning and daily performance was self-assessed in the evening. Two independent coders, blind to the hypotheses, evaluated goal specificity and difficulty. The relationship between the goals and final grade was mediated by daily performance, and occurred only in the case of goals high in specificity and of moderate difficulty.

引用

页数：12

共 57 条

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